AWP & Perspective Plan

A Research Proposal submitted to
Teacher Education & SCERT, Odisha

Submitted by

Students who are very poor in meeting minimum academic requirements in comparison with normal students. They often struggle to get even a minimum pass grade and tend to have below average level of intelligence which make them to be grouped together as slow learners as they fail repeatedly in examinations. It has been estimated that 5 to 15 percent of school going children suffer from scholastic backwardness (Nair et al, 2003). The early identification of students who are at risk for educational failure is an important process that deserves much attention and research. Proper identification is therefore crucial for the implementation of appropriate and timely intervention.
The Odisha Primary Education Programme Authority role and two innovative learning enhancement programme for students meant for Class I to V , the Uthahan Programme for impact state, a senior official of the department said the department been preparing for programme lunch for the past few month. A massive teaching training exercise conducted April where in approximately 1.42 lakhs teacher were trained special workbook has been designed and distributed to all school for the programme inform the official. The authority have also engaged a team of expert from SCERT to the programme will learn into phrases. In the first place the classes will continue upto July 31 where in remediation class will conduct. No regular syllabus will tought during this time. During the second phase that will kick starts from August to and continue through most of the school year the teach will take remedial classes for on period everyday and primary level and three hours every Monday at the secondary level. The programmes are belived to significantly improved the learning outcomes in the student especially those who are behind their grade level”.
1. UJJWAL- A comprehensive quality initative to ensure all children read and write Odia and English , attain basic competency in arithmetic operations along with children acquiring good values and conduct.
2. SAHAJA- To ensure the minimum achievement level of children at elementary level at the beginning of each academic year.
3. SANJOG- it is concept based material on language to bridge the language learning from home to School in Class i to II.
4. MTBE- Mother tongue based education is a programme initiated to teach tribal children in classes from I to IV in their home language in the classroom so far programme available in 19 languages. s

Jordan and Hanich (2000) found out that children with MD/RD (Difficulties in both reading and mathematics) performed worse than NA (normal achievement) children on all aspects of mathematics; those with MD performed worse than NA children only on story problems.

Mukherjee (2001) argued that failure to take into account the children’s intuitive, informally learned pre-school mathematics. Knowledge is likely to result in confusion and fear in learning mathematics.
Jordan, Hanich and Kaplan (2003) concluded that the children with poor fact mastery showed little improvement on timed number fact test in over a year, but showed normal progress in other aspects of mathematics.

Stewart et al. (2003) have developed strategies for dealing with classes that include a significant number of children with mathematical difficulties and techniques that she has used include multi-sensory teaching of mathematics, involving motor activities.

Dowker (2004) found out some children could remember many number facts, but seemed to lack strategies (including suitable counting strategies) for working out sums when they did not know the answer and some other children could deal with single-digit arithmetic but had serious difficulty in achieving even limited understanding of tens, units and place value.

Blanco and Garrote (2007) concluded that students find two types of difficulty in dealing with inequalities. On the one hand, arithmetic is still the fundamental referent for those students who make errors in the algebraic procedures and, on the other, the absence of meaning is the underlying cause of the failure to understand the concepts and the algebraic process.

Olive and Caglayan (2007) examined 8th grade students’ coordination of quantitative units arising from word problems and results indicated that the identification and coordination of the units involved in the problem situation are critical aspects of quantitative reasoning and need to be emphasized in the teaching-learning process.

Yang and Li (2008) indicated that 3rd grades in Taiwan did not perform well on each of the five number sense components and they appeared worst on the performance of ‘Judging the reasonableness of computational results.

Acha (2009) concluded that children’s learning processes are hindered by limited working memory.
Morgan, Farkas and Wu (2009) indicated that the children persistently displaying mathematics difficulty (MD) (i.e. those experiencing MDin both fall and spring of Kindergarten) had the lowest subsequent growth rates, children with MD in spring only had the second –lowest growth rates and children with MD in the fall only (and who had thus recovered from their MD by the spring of Kindergarten) had the next lowest growth rates. The children who did not have MD in either fall or spring of Kindergarten had highest growth rates.

Pal (2009) concluded that many difficulties that children face in leaning are rooted in the lack of understanding of lower level concepts and lack of clarity about different rules that are often conflicting can lead to misconceptions and affect mathematical learning.

The above literature review provides a strong ground to conduct further research. As in Odisha UJJAWAL and UTHAN is an interesting initiative, the researcher wants to investigate the programme through this study.
The major focus of the system is to provide quality education to all the children of elementary school of Odisha. In order to realize this objective, the minimum learning achievement of the children at different grades and effective classroom transaction by the teachers in different classless(I-VIII) to be ensured .In view of this ,it has been decided to initiate a focused quality improvement programme named as UJJWAL and UTHAN which is designed to enhance the overall development of children at elementary level of Odisha. So that children passing out of STD VIII possess the basic competencies. As implementation of UJJAWAL and UTHAN is a novel initiative there is need to perform research in this area to find its impact on quality of the elementary education. Hence, the researcher undertook this topic.
“Effectiveness of UJJWAL and UTHAN programmes in Elementary Schools”.
UJJWAL and UTHAN programme;-It aims at over all development of the students underlying the components like fluency in language (both written and oral) basic numeracy skills, inclusion of good values, for primary(I-V) and upper primary(VI-VIII) students for effective learning organised by School and Mass Education Department, (S&ME) Govt. of Odisha.
Elementary School -It is the period of formal schooling comprising from standard I to VIII.
Objectives of the study are
1. To study the achievement of students under UJJWAL and UTHAN Programme.
2. To study the competency level of students under UJJWAL and UTHAN Programme.
3. To study problems faced by teachers in implementation of UJJWAL and UTHAN programme.

The study is delimited to class VI and VIII students from Rangailunda Block of Ganjam District, Odisha.
Hypothesis is a specific statement of prediction which describes in concentrate what the researcher expect will happen in the study.
H0 ¬– There will be significant difference of Ujjwal and Uthan programmes on achievement of Class VI and VIII Students. s
The present study is descriptive survey method to collect information regarding UJJWAL and UTHAN programmes.
The sample of present study shall consists of 50 teachers, and 100 students randomly chosen from Rangailunda Block of Ganjam district .
1. Mathematics , Odia and English achievement test will be developed as per the guideline given in the Ujjwal and Uthan Programmes.
2. Questionnaires for the teachers will be developed under Ujjwal and Uthan Programmes.
The investigator will collect data personally by visiting the school and also provide questionnaire to the respondent teachers.
Analysis and interpretation of collected data will be done using percentage and t- test.

1. This study will facilitate to identify mathematical competency of slow learners.
2. It will throw insight towards status of ujjwal programme in elementary level.
3. There will be better understanding regarding effect of ujjwal programme through this study.
4. A clear idea regarding problems in implementation of ujjwal programme can be find out to suggest some remedial measures for its better utilisation in future.

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Sl.No. Particulars Amount(Rs.)
1 Workshop for preparation of Tools including TA DA remuneration 30,000
2 Field Visit for Data Collection 10,000
3 Data Analysis 10,000
4 Typing and Binding work 20,000
Total 70,000/-
(Rupees seventy thousand only)